Arthur Bakker

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	All	Since 2016
Citations	7200	4631
h-index	37	30
i10-index	84	70

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Co-authors

Sanne AkkermanUtrecht UniversityVerified email at uu.nl
Phillip KentVerified email at xmlsoup.com
Richard NossProfessor of Mathematics Education, UCLVerified email at ucl.ac.uk
Celia HoylesProfessor of Mathematics Education, University College LondonVerified email at ucl.ac.uk
Koeno GravemeijerProfessor emeritus, Eindhoven University of TechnologyVerified email at gravemeijer.nl
Dani Ben-ZviProfessor of Statistics Education and Educational Technology, University of Haifa, IsraelVerified email at edtech.haifa.ac.il
Katie MakarAssociate Professor, The University of Queensland, AustraliaVerified email at uq.edu.au
Jantien SmitHogeschool Utrecht (University of Applied Sciences)Verified email at planet.nl
Paul DrijversUtrecht UniversityVerified email at uu.nl
Dor ABRAHAMSONProfessor of Cognition and Development, University of California, BerkeleyVerified email at berkeley.edu
Adri DierdorpVerified email at uu.nl
Shakila ShayanPostdoc in Education and Learning Sciences, Utrecht UniversityVerified email at uu.nl
Marieke van der SchaafFull Professor of Research and Development in Health Professions Education, University MedicalVerified email at uu.nl
Wim Van DoorenKU LeuvenVerified email at kuleuven.be
Jael Marjan DraijerPhD at Utrecht UniversityVerified email at uu.nl
monica wijersUtrecht UniversityVerified email at uu.nl
Elly de BruijnProfessor at HU University of Applied Sciences, Open University of The Netherlands, UUVerified email at ou.nl
Clifford KonoldResearch Professor, University of Massachusetts AmherstVerified email at srri.umass.edu
Rolf BiehlerPaderborn University, GermanyVerified email at math.upb.de
Kees HooglandResearcher and developerVerified email at hu.nl

Arthur Bakker

Associate Professor Mathematics Education, Utrecht University

Verified email at uu.nl - Homepage

mathematics and statistics education design research interest & attitude boundary crossing embodied cognition


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Boundary crossing and boundary objects SF Akkerman, A Bakker Review of educational research 81 (2), 132-169, 2011	1878	2011
Design research in statistics education: On symbolizing and computer tools A Bakker CD Beta Press, 2004	486	2004
Learning to reason about distribution A Bakker, K Gravemeijer The challenge of developing statistical literacy, reasoning and thinking …, 2004	312	2004
An introduction to design-based research with an example from statistics education A Bakker, D Van Eerde Approaches to qualitative research in mathematics education, 429-466, 2015	241	2015
Improving mathematics at work: The need for techno-mathematical literacies C Hoyles, R Noss, P Kent, A Bakker Routledge, 2010	213	2010
A conceptualisation of whole‐class scaffolding J Smit, H AA van Eerde, A Bakker British Educational Research Journal 39 (5), 817-834, 2013	197	2013
Crossing boundaries between school and work during apprenticeships SF Akkerman, A Bakker Vocations and learning 5 (2), 153-173, 2012	182	2012
The reasoning behind informal statistical inference K Makar, A Bakker, D Ben-Zvi Mathematical Thinking and Learning 13 (1-2), 152-173, 2011	174	2011
Reasoning about shape as a pattern in variability A Bakker Statistics Education Research Journal 3 (2), 64-83, 2004	172	2004
Lessons from inferentialism for statistics education A Bakker, J Derry Mathematical thinking and learning 13 (1-2), 5-26, 2011	169	2011
Technology for enhancing statistical reasoning at the school level R Biehler, D Ben-Zvi, A Bakker, K Makar Third international handbook of mathematics education, 643-689, 2012	143	2012
Should Young Students Learn About Box Plots? A Bakker, R Biehler, C Konold Curricular Development in Statistics Education: International Association …, 2005	130	2005
Scaffolding and dialogic teaching in mathematics education: Introduction and review A Bakker, J Smit, R Wegerif ZDM 47 (7), 1047-1065, 2015	128	2015
Diagrammatic reasoning as the basis for developing concepts: A semiotic analysis of students' learning about statistical distribution A Bakker, MHG Hoffmann Educational Studies in Mathematics 60 (3), 333-358, 2005	117	2005
Design research in education: A practical guide for early career researchers A Bakker Design Research in Education, 2018	115*	2018
Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study ER Savelsbergh, GT Prins, C Rietbergen, S Fechner, BE Vaessen, ... Educational Research Review 19, 158-172, 2016	109	2016
Learning at the boundary: An introduction SF Akkerman, A Bakker International Journal of Educational Research 50 (1), 1-5, 2011	107	2011
Students’ emergent articulations of uncertainty while making informal statistical inferences D Ben-Zvi, K Aridor, K Makar, A Bakker ZDM 44 (7), 913-925, 2012	88	2012
Non-routine problem solving tasks in primary school mathematics textbooks–a needle in a haystack A Kolovou, M Van Den Heuvel-Panhuizen, A Bakker Math. Prob. Solving Primary School 8, 45, 2011	88	2011
Characterizing the use of mathematical knowledge in boundary-crossing situations at work P Kent, R Noss, D Guile, C Hoyles, A Bakker Mind, culture, and activity 14 (1-2), 64-82, 2007	84	2007

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